(a) The provisions of this
subchapter shall be implemented by school districts beginning with the
2017-2018 school year.

(b) No later than August 31,
2016, the commissioner of education shall determine whether instructional
materials funding has been made available to Texas public schools for materials
that cover the essential knowledge and skills for career and technical
education as adopted in §§130.272-130.285 of this subchapter.

(c) If the commissioner makes
the determination that instructional materials funding has been made available
under subsection (b) of this section, §§130.272-130.285 of this subchapter
shall be implemented beginning with the 2017-2018 school year and apply to the
2017-2018 and subsequent school years.

(d) If the commissioner does
not make the determination that instructional materials funding has been made
available under subsection (b) of this section, the commissioner shall
determine no later than August 31 of each subsequent school year whether
instructional materials funding has been made available. If the commissioner
determines that instructional materials funding has been made available, the
commissioner shall notify the State Board of Education and school districts
that §§130.272-130.285 of this subchapter shall be implemented for the
following school year.

Source: The provisions of this
§130.271 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.272. Principles of Human
Services (One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 9-12. Students shall be awarded
one credit for successful completion of this course.

(b) Introduction.

(1) Career technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Principles of Human
Services is a laboratory course that will enable students to investigate
careers in the Human Services Career Cluster, including counseling and mental
health, early childhood development, family and community, personal care, and
consumer services. Each student is expected to complete the knowledge and
skills essential for success in high-skill, high-wage, or high-demand human
services careers.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(D) identify work
ethics/professionalism in a job setting; and

(E) develop problem-solving
and critical-thinking skills.

(2) The student demonstrates
personal characteristics for success in high-skill, high-wage, or high-demand
careers. The student is expected to:

(F) identify employment and
entrepreneurial opportunities and preparation requirements in the areas of
personal interest.

Source: The provisions of this
§130.272 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.273. Dollars and Sense
(One-Half Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 11 and 12. Recommended
prerequisite: Principles of Human Services. Students shall be awarded one-half
credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(D) identify work ethics and
professionalism in a job setting; and

(E) develop problem-solving
and critical-thinking skills.

(2) The student demonstrates
management of individual and family resources such as finances, food, clothing,
shelter, health care, recreation, transportation, time, and human capital. The
student is expected to:

(A) analyze the economic
rights and responsibilities of individuals as consumers;

(C) develop and apply
multiple strategies for individuals and families to make choices to satisfy
needs and wants;

(D) analyze the consequences
of an economic decision made by an individual consumer such as the decisions to
provide safe and nutritious food, clothing, housing, health care, recreation,
and transportation; and

(E) analyze the impact of
media and technological advances on family and consumer decisions.

(3) The student demonstrates
management of financial resources to meet the goals of individuals and families
across the life span. The student is expected to:

(A) evaluate the need for
personal and family financial planning, including maintaining a budget, expense
records, and economic self-sufficiency;

(B) compare types of loans
available to consumers and distinguish criteria for becoming a low-risk
borrower;

(C) connect mathematics to
the understanding of interest, including avoiding and eliminating credit card
debt;

(D) collect evidence and
data related to implementing a savings program, the time value of money, and
retirement planning;

(E) explore how to be a
prudent investor in the stock market and other investment options;

(F) investigate the benefits
of charitable giving;

(G) compare types of banks,
credit unions, and virtual banks available to consumers and the benefits of
maintaining financial accounts;

(H) demonstrate the ability
to maintain financial records;

(I) investigate bankruptcy
laws, including ways to avoid bankruptcy;

(J) apply management
principles to decisions about insurance for individuals and families;

(K) evaluate personal and
legal documents related to managing individual and family finances such as
birth certificates, medical records, social security cards, financial records,
and property records; and

(L) demonstrate the ability
to use calculators, spreadsheets, computers, and software in data analysis
relating to finance.

(a) General requirements. This
course is recommended for students in Grades 9-12. Recommendedprerequisite: Principles of Human Services, Principles of
Hospitality and Tourism, or Principles of Health Science. Students shall be
awarded one-half credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Lifetime Nutrition and
Wellness is a laboratory course that allows students to use principles of
lifetime wellness and nutrition to help them make informed choices that promote
wellness as well as pursue careers related to hospitality and tourism,
education and training, human services, and health sciences.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(D) identify work ethics and
professionalism in a job setting; and

(E) develop problem-solving
and critical-thinking skills.

(2) The student understands the
role of nutrients in the body. The student is expected to:

(A) classify nutrients and
their functions and food sources and compare the nutritive value of various
foods;

(F) practice etiquette, food
presentation, and table service appropriate for specific situations; and

(G) apply food-storage
principles.

(7) The student demonstrates
effective work habits. The student is expected to:

(A) participate as an
effective team member by demonstrating cooperation and responsibility;

(B) apply effective
practices for managing time and energy to complete tasks on time;

(C) practice problem solving
using leadership and teamwork skills; and

(D) use presentation skills
to communicate and apply knowledge about careers in consumer services.

(8) The student investigates
careers in nutrition. The student is expected to:

(A) compare and contrast
education or training needed for careers in nutrition;

(B) establish personal
short- and long-term career goals;

(C) analyze entrepreneurial
opportunities in nutrition; and

(D) apply a problem-solving
approach to a business challenge or opportunity to improve sustainability
efforts while maintaining or increasing profits and/or organizational health.

Source: The provisions of this
§130.274 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.275. Interpersonal
Studies (One-Half Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 9-12. Recommended prerequisite:
Principles of Human Services, Principles of Hospitality and Tourism, Principles
of Health Science, or Principles of Education and Training. Students shall be
awarded one-half credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Interpersonal Studies
examines how the relationships between individuals and among family members
significantly affect the quality of life. Students use knowledge and skills in
family studies and human development to enhance personal development, foster quality
relationships, promote wellness of family members, manage multiple adult roles,
and pursue careers related to counseling and mental health services.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(E) use leadership and team
member skills in problem-solving situations.

(14) The student analyzes
management practices to help an individual assume multiple family, community,
and wage-earner roles. The student is expected to:

(A) determine the impact of
career choice on family life;

(B) describe the effect of
family life on workplace productivity;

(C) determine employment
practices and trends that support families; and

(D) explain how technology
impacts career options and family roles.

Source: The provisions of this
§130.275 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.276. Counseling and
Mental Health (One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 11 and 12. Recommended
prerequisite: Principles of Human Services. Students shall be awarded one
credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) In Counseling and Mental
Health, students model the knowledge and skills necessary to pursue a
counseling and mental health career through simulated environments. Students
are expected to apply knowledge of ethical and legal responsibilities,
limitations, and the implications of their actions. Professional integrity in
counseling and mental health care is dependent on acceptance of ethical and
legal responsibilities.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards or employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(D) identify work ethics and
professionalism in a job setting; and

(E) develop problem-solving
and critical-thinking skills.

(2) The student applies
mathematics, science, English language arts, and social studies in human
services. The student is expected to:

(A) evaluate the use of
verbal and nonverbal language in a variety of mental health situations;

(B) explain the nervous
system of the human body;

(C) identify societal
perspectives related to mental health;

(D) explain the
physiological effects of stress and aging;

(E) distinguish the
psychological aspects of health and wellness across the life span;

(G) describe regulatory
agencies such as the Department of State Health Services and Department of
Aging and Disability Services.

(6) The student maintains a
safe environment to prevent hazardous situations. The student is expected to:

(A) recognize abusive
situations;

(B) anticipate and adapt to
changing situations;

(C) demonstrate appropriate
actions in emergency situations; and

(D) practice personal and
client safety.

(7) The student analyzes the
technology related to information services. The student is expected to:

(A) review the processes for
collection and dissemination of health care data;

(B) classify equipment used
in the delivery of mental health services; and

(C) employ technology
consistent with the student's level of training.

Source: The provisions of this
§130.276 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.277. Child Development
(One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 10-12. Recommended prerequisite:
Principles of Human Services. Students shall be awarded one credit for
successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Child Development is a
technical laboratory course that addresses knowledge and skills related to
child growth and development from prenatal through school-age children,
equipping students with child development skills. Students use these skills to
promote the well-being and healthy development of children and investigate
careers related to the care and education of children.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(D) identify work ethics and
professionalism in a job setting; and

(E) develop problem-solving
and critical-thinking skills.

(2) The student analyzes roles
and responsibilities of parenting. The student is expected to:

(A) identify parenting
skills and responsibilities;

(B) investigate the legal
rights and responsibilities of parents;

(C) analyze relationship and
communication skills needed for parenting; and

(D) explore the parental
responsibilities of educating children.

(3) The student examines the
protection and safety of children. The student is expected to:

(A) recognize the signs of
domestic violence;

(B) demonstrate first aid
and cardiopulmonary resuscitation skills;

(C) evaluate community
resources relevant to the care and protection of children, including child care
services, health care services, and organizations;

(G) discuss legislation and
public policies affecting school-age children; and

(H) propose short- and
long-term career goals in child development.

Source: The provisions of this
§130.277 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.278. Child Guidance (Two
Credits), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 10-12. Recommended prerequisite:
Principles of Human Services. Recommended prerequisite or corequisite: Child
Development. Students shall be awarded two credits for successful completion of
this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Child Guidance is a
technical laboratory course that addresses the knowledge and skills related to
child growth and guidance equipping students to develop positive relationships
with children and effective caregiver skills. Students use these skills to
promote the well-being and healthy development of children, strengthen a
culturally diverse society, and pursue careers related to the care, guidance,
and education of children, including those with special needs. Instruction may
be delivered through school-based laboratory training or through work-based
delivery arrangements such as cooperative education, mentoring, and job
shadowing.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(F) demonstrate skills and
characteristics of leaders and effective team members; and

(G) evaluate employment and
entrepreneurial opportunities and educational requirements for early childhood
development and services.

Source: The provisions of this
§130.278 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.279. Family and
Community Services (One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 10-12. Recommended prerequisite:
Principles of Human Services. Students shall be awarded one credit for
successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Family and Community
Services is a laboratory-based course designed to involve students in realistic
and meaningful community-based activities through direct service or
service-learning experiences. Students are provided opportunities to interact
with and provide services to individuals, families, and the community through
community or volunteer services. Emphasis is placed on developing and enhancing
organizational and leadership skills and characteristics.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(D) identify work
ethics/professionalism in a job setting; and

(E) develop problem-solving
and critical-thinking skills.

(2) The student explores
careers in family and community services. The student is expected to:

(A) research family and
community services such as agencies, organizations, and faith-based services;

(B) investigate career
options available that focus on families and communities;

(C) analyze demographics
that may affect community needs;

(D) analyze future trends in
family and community services; and

(E) analyze the role
socialization plays in human development and behavior.

(3) The student demonstrates
organizational and leadership skills in a community service environment. The
student is expected to:

(E) identify and apply
effective strategies and skills necessary for collaborative relationships with
others in community service settings;

(F) plan and deliver family
and community services presentations; and

(G) practice leadership
skills such as participation in career and technical student organizations.

(4) The student develops and
implements community and service-learning activities. The student is expected
to:

(A) identify service
projects that benefit a community;

(B) integrate student
interests, abilities, and skills into community and service-learning projects;

(C) plan, develop,
implement, and evaluate community and service-learning activities that benefit
individuals, families, or the community;

(D) demonstrate safety
practices when participating in community service and service-learning
activities;

(E) document personal
development through participation in community and service-learning activities;

(F) demonstrate appropriate
grooming, appearance, and etiquette for community and service-learning
activities;

(G) demonstrate ethical
practices when participating in community service and service-learning
activities; and

(H) design a public
relations campaign promoting community and service-learning activities.

Source: The provisions of this
§130.279 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.280. Practicum in Human
Services (Two Credits), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grades 11 and 12. Students shall be
awarded two credits for successful completion of this course. A student may
repeat this course once for credit provided that the student is experiencing
different aspects of the industry and demonstrating proficiency in additional
and more advanced knowledge and skills.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Practicum in Human Services
provides background knowledge and occupation-specific training that focuses on
the development of consumer services, early childhood development and services,
counseling and mental health services, and family and community-services
careers. Content for Practicum in Human Services is designed to meet the
occupational preparation needs and interests of students and should be based
upon the knowledge and skills selected from two or more courses in a coherent
sequence in the human services cluster.

(4) Instruction may be delivered
through school-based laboratory training or through work-based delivery
arrangements such as cooperative education, mentoring, and job shadowing.

(5) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(6) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) apply interpersonal
communication skills in business and industry settings;

(B) explain and recognize
the value of collaboration within the workplace;

(C) examine the importance
of time management to succeed in the workforce;

(D) identify work
ethics/professionalism in a job setting; and

(E) develop problem-solving
and critical-thinking skills.

(2) The student analyzes career
paths within the human services industries. The student is expected to:

(A) review careers within
the Human Services Career Cluster;

(B) complete a resume;

(C) create, maintain, and
present an employment portfolio with content such as licensures or
certifications, samples of work, and evaluation from a supervisor for use
during practicum experience in human services careers;

(D) investigate client
resources and risk tolerance levels such as evaluating client resources versus
cost, educating client about most beneficial choices, and recommending best
products, plans, or services for the client; and

(E) consult with supervisor
when needed to expedite solutions to client problems.

(4) The student uses business tools
or procedures to create human services information and facilitate client
interactions. The student is expected to:

(a) General requirements. This
course is recommended for students in Grades 9 and 10. Recommended
prerequisite: Principles of Human Services. Students may begin to earn Texas
Department of Licensing and Regulation (TDLR) hours toward a Cosmetology
Operator License. Students shall be awarded one credit for successful
completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) In Principles of
Cosmetology Design and Color Theory, students coordinate integration of
academic, career, and technical knowledge and skills in this laboratory
instructional sequence course designed to provide job-specific training for
employment in cosmetology careers. Students will attain academic skills and
knowledge as well as technical knowledge and skills related to cosmetology
design and color theory. Students will develop knowledge and skills regarding
various cosmetology design elements such as form, lines, texture, structure and
illusion or depth as they relate to the art of cosmetology. Instruction
includes sterilization and sanitation procedures, hair care, nail care, and
skin care and meets the TDLR requirements for licensure upon passing the state
examination. Analysis of career opportunities, license requirements, knowledge
and skills expectations, and development of workplace skills are included.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) demonstrate
professionalism in how to dress appropriately, speak politely, and conduct
oneself in a manner appropriate for the profession and work site;

(B) employ the ability to be
trustworthy by complying with an ethical course of action;

(C) comply with all
applicable rules, laws, and regulations;

(D) use conflict-management
skills to avoid potential or perceived conflict;

(E) investigate employment
opportunities, including entrepreneurship;

(F) evaluate data or outcome
of a broad range of personal care services;

(G) demonstrate effective
oral and written communication skills with diverse individuals, including
coworkers, management, and customers;

(F) explore the use of
different types of hair colors such as demi-permanent color, permanent color,
semi-permanent color, temporary color, toners, and fillers;

(G) make use of products
designed to increase the vibrancy of a color formula or to neutralize unwanted
tones such as concentrates, intensifiers, pigments, or drabbers; and

(H) use natural products to
color the hair such as henna or vegetable dyes.

(6) The student analyzes career
paths within the cosmetology industry. The student is expected to:

(A) explore marketing
techniques when selecting and using multimedia to attract and retain clientele;

(B) formulate a salon
service menu based upon current industry trends;

(C) consolidate various
methods of obtaining feedback from clients to understand their expectations and
promote high-quality standards;

(D) create an employment
portfolio containing content such as certifications, samples of work,
achievements, and supervisor or instructor evaluations; and

(E) analyze the role of
professional organizations in cosmetology professions.

Source: The provisions of this
§130.281 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.282. Introduction to
Cosmetology (One Credit), Adopted 2015.

(a) General requirements. This
course is recommended for students in Grade 10. Students shall be awarded one
credit for successful completion of this course.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) In Introduction to
Cosmetology, students explore careers in the cosmetology industry. To prepare
for success, students must have academic and technical knowledge and skills
relative to the industry. Students may begin to earn hours toward state
licensing requirements.

(4) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:

(A) demonstrate
professionalism in how to dress appropriately, speak politely, and conduct
oneself in a manner appropriate for the profession and work site;

(B) employ the ability to be
trustworthy by complying with an ethical course of action;

(C) comply with all
applicable rules, laws, and regulations;

(D) use conflict-management
skills to avoid potential or perceived conflict;

(E) identify employment
opportunities, including entrepreneurship;

(F) evaluate data or outcome
of a broad range of personal care services; and

(G) demonstrate effective
oral and written communication skills with diverse individuals, including
coworkers, management, and customers.

(2)The student applies
academic skills to the field of cosmetology. The student is expected to:

(A) appraise safe and
effective personal care products and services;

(B) model leadership skills
within a classroom or community setting to maintain positive relationships;

(C) recognize the importance
of a thorough client consultation;

(D) investigate the
principles and practices of infection control such as bacterial disorders,
classification of pathogens, and diseases and/or viruses; and

(E) explore the chemistry of
materials as they relate to the eyelash extension application service.

(3) The student demonstrates
knowledge of rules and regulations established by the Texas Department of
Licensing and Regulation (TDLR). The student is expected to:

(A) implement policies and procedures
regarding health and safety;

(B) recognize risks and
potentially hazardous situations in compliance with the TDLR;

(4) The student identifies and
describes the function of tools, equipment, and technologies used in
cosmetology. The student is expected to:

(A) explore safe use of
tools to enhance client services;

(B) describe ergonomically
correct use of equipment to promote professional efficiency; and

(C) summarize available
technology sources that could be used in a professional salon setting.

(5) The student develops
professional skills needed to make appropriate career plans. The student is
expected to:

(A) define what is expected
of an employee such as ethical conduct, team building skills, principles of
selling, and building a clientele;

(B) examine personal conduct
in the salon to comply with professional liability;

(C) research the elements of
successful salon operations such as recordkeeping, inventory, and business plan
development;

(D) distinguish different
types of salon categories such as commission based, hourly, and independent
contractor; and

(E) prepare an employment
portfolio that may include professional resume and evidence of accomplishments.

Source: The provisions of this
§130.282 adopted to be effective August 28, 2017, 40 TexReg 6601.

§130.283. Cosmetology I (Two
Credits), Adopted 2015.

(a) General requirements. This course is recommended for
students in Grades 10 and 11. Recommended prerequisite: Introduction to
Cosmetology. Recommended corequisite: Cosmetology I Lab. Students shall be
awarded two credits for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed in
current or emerging professions.

(2) The Human Services Career Cluster focuses on preparing
individuals for employment in career pathways that relate to families and human
needs such as counseling and mental health services, family and community
services, personal care services, and consumer services.

(3) In Cosmetology I, students coordinate integration of
academic, career, and technical knowledge and skills in this laboratory
instructional sequence course designed to provide job-specific training for
employment in cosmetology careers. Instruction includes sterilization and
sanitation procedures, hair care, nail care, and skin care and meets the Texas
Department of Licensing and Regulation (TDLR) requirements for licensure upon
passing the state examination. Analysis of career opportunities, license
requirements, knowledge and skills expectations, and development of workplace
skills are included.

(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations and
other leadership or extracurricular organizations.

(5) Statements that contain the word "including"
reference content that must be mastered, while those containing the phrase
"such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:

(A) demonstrate professionalism in how to dress
appropriately, speak politely, and conduct oneself in a manner appropriate for
the profession and work site;

(B) employ the ability to be trustworthy by complying
with an ethical course of action;

(C) comply with all applicable rules, laws, and
regulations;

(D) use conflict-management skills to avoid potential
or perceived conflict;

(E) investigate employment opportunities, including
entrepreneurship;

(F) evaluate data or outcome of a broad range of
personal care services;

(G) demonstrate effective oral and written
communication skills with diverse individuals, including coworkers, management,
and customers;

(E) perform basic manicure, facial, and mock chemical
service application as required for the state practical exam; and

(F) execute shampooing, permanent waving, curl
demonstration, blow drying, and thermal curling service as required for the
state practical exam.

Source: The provisions of this §130.283 adopted to be
effective August 28, 2017, 40 TexReg 6601; amended to be effective August 27,
2018, 43 TexReg 1852.

§130.284. Cosmetology II (Two
Credits), Adopted 2015.

(a) General requirements. This course is recommended for
students in Grades 11 and 12. Prerequisite: Cosmetology I. Recommended
corequisite: Cosmetology II Lab. Students shall be awarded two credits for
successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed in
current or emerging professions.

(2) The Human Services Career Cluster focuses on preparing
individuals for employment in career pathways that relate to families and human
needs such as counseling and mental health services, family and community
services, personal care services, and consumer services.

(3) In Cosmetology II, students will demonstrate
proficiency in academic, technical, and practical knowledge and skills. The
content is designed to provide the occupational skills required for licensure.
Instruction includes advanced training in professional standards/employability
skills; Texas Department of Licensing and Regulation (TDLR) rules and
regulations; use of tools, equipment, technologies and materials; and practical
skills.

(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations and
other leadership or extracurricular organizations.

(5) Statements that contain the word "including"
reference content that must be mastered, while those containing the phrase
"such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:

(A) demonstrate professionalism in how to dress
appropriately, speak politely, and conduct oneself in a manner appropriate for
the profession and work site;

(B) employ the ability to be trustworthy by complying
with an ethical course of action;

(C) comply with all applicable rules, laws, and
regulations;

(D) use conflict-management skills to avoid potential
or perceived conflict;

(E) investigate employment opportunities, including
entrepreneurship;

(F) evaluate data or outcome of a broad range of
personal care services;

(G) demonstrate effective oral and written
communication skills with diverse individuals, including coworkers, management,
and customers;

(a) General requirements. This
course is recommended for students in Grades 11 and 12. The practicum course is
a paid or unpaid capstone experience for students participating in a coherent
sequence of career and technical education courses in the Human Services Career
Cluster. Corequisite: Practicum in Human Services. This course must be taken
concurrently with Practicum in Human Services and may not be taken as a
stand-alone course. Students shall be awarded one credit for successful
completion of this course. A student may repeat this course once for credit
provided that the student is experiencing different aspects of the industry and
demonstrating proficiency in additional and more advanced knowledge and skills.

(b) Introduction.

(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.

(2) The Human Services Career
Cluster focuses on preparing individuals for employment in career pathways that
relate to families and human needs such as counseling and mental health
services, family and community services, personal care services, and consumer
services.

(3) Extended Practicum in Human
Services provides background knowledge and occupation-specific training that
focuses on the development of consumer services, early childhood development
and services, counseling and mental health services, and family and
community-services careers. Content for Extended Practicum in Human Services is
designed to meet the occupational preparation needs and interests of students
and should be based upon the knowledge and skills selected from two or more
courses in a coherent sequence in the human services cluster.

(4) Instruction may be
delivered through school-based laboratory training or through work-based
delivery arrangements such as cooperative education, mentoring, and job shadowing.

(5) Students are encouraged to
participate in extended learning experiences such as career and technical
student organizations and other leadership or extracurricular organizations.

(6) Statements that contain the
word "including" reference content that must be mastered, while those
containing the phrase "such as" are intended as possible illustrative
examples.

(c) Knowledge and skills.

(1) The student demonstrates
professional standards/employability skills as required by business and industry.
The student is expected to:

(A) participate in a paid or
unpaid, laboratory- or work-based application of previously studied knowledge
and skills related to human services;

(B) participate in training,
education, or preparation for licensure, certification, or other relevant
credentials to prepare for employment;

(C) demonstrate professional
standards and personal qualities needed to be employable such as
self-discipline, positive attitude, integrity, leadership, appreciation for
diversity, customer service, work ethic, and adaptability with increased
fluency;

(3) The student implements
advanced problem-solving methods. The student is expected to employ
critical-thinking skills with increased fluency both independently and in
groups to solve problems and make decisions.

(4) The student understands and
applies proper safety techniques in the workplace. The student is expected to:

(A) demonstrate an
understanding of and consistently follow workplace safety rules and
regulations;

(D) employ appropriate
social skills necessary for interacting with a diverse population; and

(E) collect representative
work samples.

Source: The provisions of this
§130.285 adopted to be effective August 28, 2017, 41 TexReg 614.

§130.286. Cosmetology I Lab (One Credit), Adopted 2018.

(a) General requirements. This course is recommended for
students in Grades 10 and 11. Recommended prerequisite: Introduction to
Cosmetology. This course must be taken concurrently with Cosmetology I and may
not be taken as a stand-alone course. Districts are encouraged to offer this
lab in a consecutive block with Cosmetology I to allow students sufficient time
to master the content of both courses. Students shall be awarded one credit for
successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed in
current or emerging professions.

(2) The Human Services Career Cluster focuses on preparing
individuals for employment in career pathways that relate to families and human
needs such as early childhood development and services, counseling and mental
health services, family and community services, personal care services, and
consumer services.

(3) Cosmetology I Lab provides instruction and content
directly aligned to the licensure requirements as established by the Texas
Department of Licensing and Regulation (TDLR).

(4) Careers in cosmetology include all aspects of
sterilization and sanitation procedures and personal care services, including
hair care, nail care, and skin care. Students will be expected to develop an
understanding of the technical knowledge and skills needed for success in the
personal care services industry.

(5) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations and
other leadership or extracurricular organizations.

(6) Statements that contain the word "including"
reference content that must be mastered, while those containing the phrase
"such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:

(A) demonstrate professionalism in selecting
appropriate attire for the profession and work site;

(B) demonstrate effective oral and written
communication with diverse individuals, including coworkers, management, and
clients;

(C) demonstrate personal ownership over the quality of
individual performance;

(D) explore employment opportunities, including
entrepreneurship; and

(E) create appropriate document information for
employment such as a resume.

(2) The student demonstrates knowledge of rules and
regulations related to sanitation, disinfection, and health and safety as established
by TDLR. The student is expected to:

(A) apply knowledge of health and safety policies and
procedures in a work setting in compliance with TDLR requirements;

(B) demonstrate cleaning and disinfecting of the work
environment, including implements and equipment;

(C) demonstrate techniques to avoid risks and
potentially hazardous situations in compliance with TDLR requirements; and

(D) demonstrate industry best practices when disposing
of hazardous materials in compliance with TDLR requirements.

(3) The student demonstrates knowledge of appropriate use
of tools, equipment, technologies, and materials used in cosmetology. The
student is expected to:

(A) demonstrate safe and effective use of tools to
enhance client services;

(B) practice and promote professional efficiency by
using ergonomically designed equipment; and

(C) critique, select, and operate effective technology
resources in a professional salon as available.

(4) The student applies the practical management skills in
simulated and actual work situations. The student is expected to:

Source: The provisions of this §130.286 adopted to be
effective August 27, 2018, 43 TexReg 1852.

§130.287. Cosmetology II Lab (One Credit), Adopted
2018.

(a) General
requirements. This course is recommended for students in Grades 11 and12.
Prerequisite: Cosmetology I. This course must be taken concurrently with
Cosmetology II and may not be taken as a stand-alone course. Districts are
encouraged to offer this lab in a consecutive block with Cosmetology II to allow
students sufficient time to master the content of both courses. Students shall
be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed in
current or emerging professions.

(2) The Human Services Career Cluster focuses on preparing
individuals for employment in career pathways that relate to families and human
needs such as early childhood development and services, counseling and mental
health services, family and community services, personal care services, and
consumer services.

(3) Cosmetology II Lab provides instruction and content
directly aligned to the licensure requirements as established by the Texas
Department of Licensing and Regulation (TDLR).

(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations and
other leadership or extracurricular organizations.

(5) Statements that contain the word "including"
reference content that must be mastered, while those containing the phrase
"such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:

(A) demonstrate professionalism in selecting
appropriate attire for the profession and work site;

(B) demonstrate professionalism by practicing the use
of effective oral and written communication with diverse individuals, including
coworkers, management, and clients;

(C) demonstrate personal ownership over the quality of
individual performance;

(D) explore employment opportunities, including
entrepreneurship; and

(E) collect and compile mastery-level work samples and
evaluations to be included in an employment portfolio as appropriate.

(2) The student demonstrates knowledge of rules and
regulations related to sanitation, disinfection, and health and safety as
established by TDLR. The student is expected to:

(A) apply knowledge of health and safety policies and
procedures in a work setting in compliance with TDLR requirements;

(B) demonstrate cleaning and disinfecting of the work
environment, including implements and equipment;

(C) demonstrate techniques to avoid risks and
potentially hazardous situations in compliance with TDLR requirements; and

(E) operate a client management system in diverse work
and professional situations.

(5) The student performs cosmetology services with
increased fluency as required for the state practical examination in a
simulated and/or work setting with minimal guidance. The student is expected
to: